Houston is “No Go”

The Houston Livestock Show and Rodeo Ag Robotics event is this upcoming weekend (03-March-2018).

Ferris High School had all intentions of competing in this somewhat new event at HLSR this year. Regretfully, we’ve got a student scheduling conflict with UIL Solo & Ensemble and will be unable to attend the HLSR event.

In addition to being down a student, we are honestly not genuinely prepared for the event. While the build would be arguably easier than an FTC build, the programming is infinitely more complex and would rely on numerous bits of sensor data.

Due to the overlap between the FTC season and this event, I was not able to give this the attention it deserved and we were not able to really start working on it until just two weeks ago. That is just not enough time to build and program a competitive robot.

If I had been able to give it the attention it needed, I would make every effort to pull in an additional student to allow us to have a “full” team. However, the loss of one of the students just served as confirmation to me that we were not meant to do this event this year.

I am thinking of doing an “agricultural robotics event” as a possible FFA/FTC Robotics fund-raiser for next year. May look at something similar to the HLSR game or may go a completely different direction.

Lesson Plans – Week of 2018-02-25

Lesson Plans – Week of 2018-02-25

  • (1 A/B) Principles of Applied Engineering
  • (2A) Computer Science 1
  • (2B) Computer Science 2
  • (3A) Robotics 1 / Robotics 2 / FTC 11242
  • (3B) Robotics 1 / Robotics 2 / FTC 12645
  • (4A) Computer Science 1
  • (5 A/B) Principles of Applied Engineering

Eric Evans – Planboard Week – 2018-02-25

Lesson Plans – Week of 2018-02-18

Lesson Plans – Week of 2018-02-18

  • (1 A/B) Principles of Applied Engineering
  • (2A) Computer Science 1
  • (2B) Computer Science 2
  • (3A) Robotics 1 / Robotics 2 / FTC 11242
  • (3B) Robotics 1 / Robotics 2 / FTC 12645
  • (4A) Computer Science 1
  • (5 A/B) Principles of Applied Engineering

Eric Evans – Planboard Week – 2018-02-18

ROB2 17-Jan-2018 to 19-Jan-2018

Lesson Name:

League Tournament Preparation

TEKS – §130.409 (ROBOTICS 2):

  • c.1 – The student demonstrates professional standards/employability skills as required by business and industry. The student is expected to:
  • c.1.A – distinguish the differences among an engineering technician, engineering technologist, and engineer;
  • c.1.D – recognize the principles of teamwork related to engineering and technology;
  • c.1.E – identify and use appropriate work habits;
  • c.1.G – discuss ethical issues related to engineering and technology and incorporate proper ethics in submitted projects;
  • c.1.J – demonstrate effective oral and written communication skills using a variety of software applications and media; and
  • c.2 – The student uses mathematical processes to acquire and demonstrate mathematical understanding. The student is expected to:
  • c.2.B – use a problem-solving model that incorporates analyzing given information, formulating a plan or strategy, determining a solution, justifying the solution, and evaluating the problem-solving process and the reasonableness of the solution;
  • c.2.C – select tools, including real objects, manipulatives, paper and pencil, and technology as appropriate, and techniques, including mental math, estimation, and number sense as appropriate, to solve problems;
  • c.2.D – communicate mathematical ideas, reasoning, and their implications using multiple representations, including symbols, diagrams, graphs, and language as appropriate;
  • c.2.E – create and use representations to organize, record, and communicate mathematical ideas;
  • c.2.F – analyze mathematical relationships to connect and communicate mathematical ideas; and
  • c.2.G – display, explain, and justify mathematical ideas and arguments using precise mathematical language in written or oral communication.
  • c.3 – The student learns and contributes productively as an individual and as a member of a project team. The student is expected to:
  • c.3.A – demonstrate an understanding of and discuss how teams function;
  • c.3.B – apply teamwork to solve problems;
  • c.3.C – follow directions and decisions of responsible individuals of the project team;
  • c.3.D – participate in establishing team procedures and team norms; and
  • c.3.E – work cooperatively with others to set and accomplish goals in both competitive and non-competitive situations.
  • c.4 – The student develops skills of project management. The student is expected to:
  • c.4.A – implement project management methodologies, including initiating, planning, executing, monitoring and controlling, and closing a project;
  • c.4.B – develop a project schedule and complete work according to established criteria;
  • c.4.C – participate in the organization and operation of a real or simulated engineering project; and
  • c.4.D – translate and employ a Project Management Plan for production of a product.
  • c.5 – The student practices safe and proper work habits. The student is expected to:
  • c.5.B – comply with safety guidelines as described in various manuals, instructions, and regulations;
  • c.5.E – comply with established guidelines for working in a lab environment;
  • c.5.F – handle and store tools and materials correctly;
  • c.5.G – employ established inventory control and organization procedures; and
  • c.5.H – describe the results of negligent or improper maintenance.
  • c.6 – The student develops the ability to use and maintain technological products, processes, and systems. The student is expected to:
  • C.6.A – demonstrate the use of computers to manipulate a robotic or automated system and associated subsystems;
  • c.6.B – troubleshoot and maintain systems and subsystems to ensure safe and proper function and precision operation;
  • c.6.C – implement feedback control loops used to provide information; and
  • c.6.D – implement different types of sensors used in robotic or automated systems and their operations.
  • c.7 – The student demonstrates an understanding of advanced mathematics and physics in robotic and automated systems. The student is expected to:
  • c.7.A – apply the concepts of acceleration and velocity as they relate to robotic and automated systems;
  • c.7.B – describe the term degrees of freedom and apply it to the design of joints used in robotic and automated systems;
  • c.7.C – describe angular momentum and integrate it in the design of robotic joint motion, stability, and mobility;
  • c.7.D – use the impulse-momentum theory in the design of robotic and automated systems;
  • c.7.E – explain translational, rotational, and oscillatory motion in the design of robotic and automated systems;
  • c.7.F – apply the operation of direct current (DC) motors, including control, speed, and torque;
  • c.7.G – apply the operation of servo motors, including control, angle, and torque;
  • c.7.H – interpret sensor feedback and calculate threshold values;
  • c.7.I – apply measurement and geometry to calculate robot navigation;
  • c.7.J – implement movement control using encoders; and
  • c.7.K – implement path planning using geometry and multiple sensor feedback.
  • C.8 – The student creates a program to control a robotic or automated system. The student is expected to:
  • c.8.A – use coding languages and proper syntax;
  • c.8.B – use programming best practices for commenting and documentation;
  • c.8.C – describe how and why logic is used to control the flow of the program;
  • c.8.D – create a program flowchart and write the pseudocode for a program to perform an operation;
  • c.8.E – create algorithms for evaluating a condition and performing an appropriate action using decisions;
  • c.8.F – create algorithms that loop through a series of actions for a specified increment and for as long as a given condition exists;
  • c.8.G – create algorithms that evaluate sensor data as variables to provide feedback control;
  • c.8.H – use output commands and variables;
  • c.8.I – use selection programming structures such as jumps, loops, switch, and case; and
  • c.8.J – implement subroutines and functions.
  • c.9 – The student develops an understanding of the characteristics and scope of manipulators, accumulators, and end effectors required for a robotic or automated system to function. The student is expected to:
  • c.9.A – demonstrate knowledge of robotic or automated system arm construction;
  • c.9.B – demonstrate an understanding and apply the concepts of torque, gear ratio, stability, and weight of payload in a robotic or automated system arm operation; and
  • c.9.C – demonstrate an understanding and apply the concepts of linkages and gearing in end effectors and their use in a robotic or an automated arm system.
  • c.10 – The student uses engineering design methodologies. The student is expected to:
  • c.10.A – implement the design process;
  • c.10.B – demonstrate critical thinking, identify the system constraints, and make fact-based decisions;
  • c.10.C – apply formal testing and reiteration strategies to develop or improve a product;
  • c.10.D – apply and defend decision-making strategies when developing solutions;
  • c.10.E – identify and improve quality-control issues in engineering design and production;
  • c.10.G – use an engineering notebook to document the project design process as a legal document; and
  • c.10.H – create and interpret industry standard system schematics.
  • c.11 – The student learns the function and application of the tools, equipment, and materials used in robotic and automated systems through specific project-based assessments. The student is expected to:
  • c.11.A – use and maintain tools and laboratory equipment in a safe manner to construct and repair systems;
  • c.11.B – use precision measuring instruments to analyze systems and prototypes;
  • c.11.C – implement a system to identify and track all components of the robotic or automated system and all elements involved with the operation, construction, and manipulative functions; and
  • c.11.D – use multiple software applications to simulate robot behavior and present concepts.
  • c.12 – The student produces a product using the appropriate tools, materials, and techniques. The student is expected to:
  • c.12.A – use the design process to design a robotic or automated system that meets pre-established criteria and constraints;
  • c.12.B – identify and use appropriate tools, equipment, machines, and materials to produce the prototype;
  • c.12.C – implement sensors in the robotic or automated system;
  • c.12.D – construct the robotic or automated system;
  • c.12.E – use the design process to evaluate and formally test the design;
  • c.12.F – refine the design of the robotic or automated system to ensure quality, efficiency, and manufacturability of the final robotic or automated system; and
  • c.12.G – present the final product using a variety of media.

Lesson Objectives:

  1. The student will prepare the FTC 11242 and/or FTC 12645 robotic system to compete in the upcoming end-of-season tournament.
  2. The student will prepare materials for the team interviews to be conducted at the upcoming end-of-season tournament.

Materials Needed:

  1. Robotic Systems
  2. Build Materials
  3. Build Tools
  4. Programming Computer

Description of Lesson:

FTC 11242 will meet for two days this week and FTC 12645 will meet for two days this week. Both teams are to work on final preparations for the upcoming end-of-season tournament.

Grade(s):

  • Daily Grade – Meet Preparations (2-Days = 50% each day)

Last Meet Reflections

The Relic Recovery regular competition season is rapidly coming to an end. Saturday, 13-January-2018 marked the last meet of the El Dorado League of North Texas. Saturday, 20-January-2018 will be the El Dorado League Tournament. From that tournament, two teams will advance on to the Regional Tournament, which pits them up against teams from all across the state of Texas for a chance to advance to the US South Super Regional Tournament in Athens, GA.

FTC 11242
(ERROR 451)

My veteran team, established just last year, has accrued 22 qualifying points and 702 ranking points. They are currently in 2nd place in the points standings behind FTC 9403, who also has 22 qualifying point, but has 715 ranking points.

I am extremely proud that FTC 11242 closed the game in ranking points from 39 points to 13 points! If both teams perform at the level they did on Saturday, it is possible for FTC 11242 to regain 1st place in the season standings going into the Alliance Selection for the elimination rounds.

FTC 12645
(S.C.R.E.W. (Succeed, Conquer, Repeat Every Week) Ups)

My rookie team, established this year, has accrued 16 qualifying points and 617 ranking points. They are currently in 4th place in the points standings, which is where they were when they entered this meet.

I am also extremely proud of how this team has performed. They are a great group of kids who I am excited to see move on to my veteran team next year.

Team Analysis of Season & Projections

FTC 127 has earned 6 qualifying points at all 3 of the league meets. I would anticipate they will earn 6 points in the qualifying rounds at the league tournament.

FTC 5443 earned no points in the first meet, 4 in the second, and 6 in the third. I would anticipate they will earn 4 points in the qualifying rounds at the league tournament.

FTC 9402 earned 2 points in the first meet, 4 in the second, and 6 in the third. I would anticipate they will earn 4 points in the qualifying rounds at the league tournament.

FTC 9403 earned 6 points in the first meet, 10 points in the second, and 6 points in the third. I would anticipate they will earn 6 points in the qualifying rounds at the league tournament.

FTC 10143 earned 6 points in the first meet, 2 points in the second, and 4 points in the third. I would anticipate they will earn 4 points in the qualifying rounds at the league tournament.

FTC 11085 earned 4 points in the first meet, did not participate in the second, and 6 points in the third. I would anticipate they will earn 6 points in the qualifying rounds at the league tournament.

FTC 11242 earned 10 points in the first meet, and 6 points in both the second and third meets. I would anticipate they will earn 6 points in the qualifying rounds at the league tournament.

FTC 12645 earned 6 points in the first and third meets, and 4 points at the second meet. I would anticipate they will earn 4 points in the qualifying rounds at the league tournament.

FTC 12650 earned 6 points in the first meet, 4 points in the second, and no points in the third. I would anticipate they will earn 2 points in the qualifying rounds at the league tournament.

FTC 12992 earned 4 points in the first meet, did not participate in the second, and 2 points in the third. I would anticipate they will earn 2 points in the qualifying rounds at the league tournament.

FTC 13915 did not participate in the first or second meets and earned 6 points in the third. I would anticipate they will will earn 6 points in the qualifying rounds at the league tournament.

If this is how this plays out, then the qualifying points would be as follows going into the alliance selection at the league tournament:

  • 1st / 2nd Place (28 QP) – FTC 9403 and FTC 11242
  • 3rd Place (24 QP) – FTC 127
  • 4th Place (20 QP) – FTC 12645
  • 5th / 6th / 7th Place (16 QP) – FTC 9402, FTC 10143, and FTC 11085
  • 8th Place (14QP) – FTC 5443
  • 9th / 10th Place (12 QP) – FTC 12650 and FTC 13915
  • 11th Place (8 QP) – FTC 12992

It should be interesting to see how the different teams perform as we come to the conclusion of the season. Check back next week to see how close my projections were to reality.

CS2 12-Jan-2018

Lesson Name:

2-D Arrays

TEKS – §126.34 (Computer Science 2):

  • c.3 – Research and information fluency. The student locates, analyzes, processes, and organizes data. The student is expected to:
  • c.3.D – manipulate data structures using string processing;
  • c.3.F – identify and use the structured data type of one-dimensional arrays to traverse, search, modify, insert, and delete data;
  • c.3.G – identify and use the structured data type of two-dimensional arrays to traverse, search, modify, insert, and delete data;

Lesson Objectives:

  1. The student will be able to create and manipulate a 2-D array.
  2. The student will be able to explain the difference and uses of a 1-D array and a 2-D array.

Materials Needed:

  1. NetBeans

Description of Lesson:

Students will analyze the purposes, functions, and uses of a 1-D array compared to a 2-D array using Excel. Students will then create a 2-D array of their class schedule with the period, class name, and teacher name.

public class carl {
    public static void main(String[] args){
        String[][] mySchedule = {
            { "1AB", "Principles of Applied Engineering", "Evans" },
            { "2A", "Computer Science 1", "Evans" },
            { "2B", "Computer Science 2", "Evans" },
            { "3A", "FTC 11242 Robotics", "Evans" },
            { "3B", "FTC 12645 Robotics", "Evans" },
            { "4A", "Computer Science 1", "Evans" },
            { "4B", "Conference & Planning", "Evans" },
            { "5AB", "Principles of Applied Engineering", "Evans" },
        };
        for(int row = 0; row < 8; row++){
            for(int col = 0; col < 3; col++){
                System.out.print(mySchedule[row][col] + " ");
            }
        System.out.println("");
        }
    }
}

Grade(s):

  • Daily Grade – 2-D Array

ROB2 09-Jan-2018 to 12-Jan-2018

Lesson Name:

League Meet #3 Preparation

TEKS – §130.409 (ROBOTICS 2):

  • c.1 – The student demonstrates professional standards/employability skills as required by business and industry. The student is expected to:
  • c.1.A – distinguish the differences among an engineering technician, engineering technologist, and engineer;
  • c.1.D – recognize the principles of teamwork related to engineering and technology;
  • c.1.E – identify and use appropriate work habits;
  • c.1.G – discuss ethical issues related to engineering and technology and incorporate proper ethics in submitted projects;
  • c.1.J – demonstrate effective oral and written communication skills using a variety of software applications and media; and
  • c.2 – The student uses mathematical processes to acquire and demonstrate mathematical understanding. The student is expected to:
  • c.2.B – use a problem-solving model that incorporates analyzing given information, formulating a plan or strategy, determining a solution, justifying the solution, and evaluating the problem-solving process and the reasonableness of the solution;
  • c.2.C – select tools, including real objects, manipulatives, paper and pencil, and technology as appropriate, and techniques, including mental math, estimation, and number sense as appropriate, to solve problems;
  • c.2.D – communicate mathematical ideas, reasoning, and their implications using multiple representations, including symbols, diagrams, graphs, and language as appropriate;
  • c.2.E – create and use representations to organize, record, and communicate mathematical ideas;
  • c.2.F – analyze mathematical relationships to connect and communicate mathematical ideas; and
  • c.2.G – display, explain, and justify mathematical ideas and arguments using precise mathematical language in written or oral communication.
  • c.3 – The student learns and contributes productively as an individual and as a member of a project team. The student is expected to:
  • c.3.A – demonstrate an understanding of and discuss how teams function;
  • c.3.B – apply teamwork to solve problems;
  • c.3.C – follow directions and decisions of responsible individuals of the project team;
  • c.3.D – participate in establishing team procedures and team norms; and
  • c.3.E – work cooperatively with others to set and accomplish goals in both competitive and non-competitive situations.
  • c.4 – The student develops skills of project management. The student is expected to:
  • c.4.A – implement project management methodologies, including initiating, planning, executing, monitoring and controlling, and closing a project;
  • c.4.B – develop a project schedule and complete work according to established criteria;
  • c.4.C – participate in the organization and operation of a real or simulated engineering project; and
  • c.4.D – translate and employ a Project Management Plan for production of a product.
  • c.5 – The student practices safe and proper work habits. The student is expected to:
  • c.5.B – comply with safety guidelines as described in various manuals, instructions, and regulations;
  • c.5.E – comply with established guidelines for working in a lab environment;
  • c.5.F – handle and store tools and materials correctly;
  • c.5.G – employ established inventory control and organization procedures; and
  • c.5.H – describe the results of negligent or improper maintenance.
  • c.6 – The student develops the ability to use and maintain technological products, processes, and systems. The student is expected to:
  • C.6.A – demonstrate the use of computers to manipulate a robotic or automated system and associated subsystems;
  • c.6.B – troubleshoot and maintain systems and subsystems to ensure safe and proper function and precision operation;
  • c.6.C – implement feedback control loops used to provide information; and
  • c.6.D – implement different types of sensors used in robotic or automated systems and their operations.
  • c.7 – The student demonstrates an understanding of advanced mathematics and physics in robotic and automated systems. The student is expected to:
  • c.7.A – apply the concepts of acceleration and velocity as they relate to robotic and automated systems;
  • c.7.B – describe the term degrees of freedom and apply it to the design of joints used in robotic and automated systems;
  • c.7.C – describe angular momentum and integrate it in the design of robotic joint motion, stability, and mobility;
  • c.7.D – use the impulse-momentum theory in the design of robotic and automated systems;
  • c.7.E – explain translational, rotational, and oscillatory motion in the design of robotic and automated systems;
  • c.7.F – apply the operation of direct current (DC) motors, including control, speed, and torque;
  • c.7.G – apply the operation of servo motors, including control, angle, and torque;
  • c.7.H – interpret sensor feedback and calculate threshold values;
  • c.7.I – apply measurement and geometry to calculate robot navigation;
  • c.7.J – implement movement control using encoders; and
  • c.7.K – implement path planning using geometry and multiple sensor feedback.
  • C.8 – The student creates a program to control a robotic or automated system. The student is expected to:
  • c.8.A – use coding languages and proper syntax;
  • c.8.B – use programming best practices for commenting and documentation;
  • c.8.C – describe how and why logic is used to control the flow of the program;
  • c.8.D – create a program flowchart and write the pseudocode for a program to perform an operation;
  • c.8.E – create algorithms for evaluating a condition and performing an appropriate action using decisions;
  • c.8.F – create algorithms that loop through a series of actions for a specified increment and for as long as a given condition exists;
  • c.8.G – create algorithms that evaluate sensor data as variables to provide feedback control;
  • c.8.H – use output commands and variables;
  • c.8.I – use selection programming structures such as jumps, loops, switch, and case; and
  • c.8.J – implement subroutines and functions.
  • c.9 – The student develops an understanding of the characteristics and scope of manipulators, accumulators, and end effectors required for a robotic or automated system to function. The student is expected to:
  • c.9.A – demonstrate knowledge of robotic or automated system arm construction;
  • c.9.B – demonstrate an understanding and apply the concepts of torque, gear ratio, stability, and weight of payload in a robotic or automated system arm operation; and
  • c.9.C – demonstrate an understanding and apply the concepts of linkages and gearing in end effectors and their use in a robotic or an automated arm system.
  • c.10 – The student uses engineering design methodologies. The student is expected to:
  • c.10.A – implement the design process;
  • c.10.B – demonstrate critical thinking, identify the system constraints, and make fact-based decisions;
  • c.10.C – apply formal testing and reiteration strategies to develop or improve a product;
  • c.10.D – apply and defend decision-making strategies when developing solutions;
  • c.10.E – identify and improve quality-control issues in engineering design and production;
  • c.10.G – use an engineering notebook to document the project design process as a legal document; and
  • c.10.H – create and interpret industry standard system schematics.
  • c.11 – The student learns the function and application of the tools, equipment, and materials used in robotic and automated systems through specific project-based assessments. The student is expected to:
  • c.11.A – use and maintain tools and laboratory equipment in a safe manner to construct and repair systems;
  • c.11.B – use precision measuring instruments to analyze systems and prototypes;
  • c.11.C – implement a system to identify and track all components of the robotic or automated system and all elements involved with the operation, construction, and manipulative functions; and
  • c.11.D – use multiple software applications to simulate robot behavior and present concepts.
  • c.12 – The student produces a product using the appropriate tools, materials, and techniques. The student is expected to:
  • c.12.A – use the design process to design a robotic or automated system that meets pre-established criteria and constraints;
  • c.12.B – identify and use appropriate tools, equipment, machines, and materials to produce the prototype;
  • c.12.C – implement sensors in the robotic or automated system;
  • c.12.D – construct the robotic or automated system;
  • c.12.E – use the design process to evaluate and formally test the design;
  • c.12.F – refine the design of the robotic or automated system to ensure quality, efficiency, and manufacturability of the final robotic or automated system; and
  • c.12.G – present the final product using a variety of media.

Lesson Objectives:

  1. The student will prepare the FTC 11242 and/or FTC 12645 robotic system to compete in the upcoming 3rd and final league meet of the contest season.
  2. The student will prepare materials for the team mock interviews to be conducted at the upcoming 3rd and final league meet of the contest season.

Materials Needed:

  1. Robotic Systems
  2. Build Materials
  3. Build Tools
  4. Programming Computer

Description of Lesson:

FTC 11242 will meet for two days this week and FTC 12645 will meet for two days this week. Both teams are to work on final preparations for the upcoming 3rd and final league meet of the contest season.

Grade(s):

  • Daily Grade – Meet Preparations (2-Days = 50% each day)

Robotics Team T-Shirts

Here is a preliminary design that we have for the team t-shirts for the two robotics teams at FHS.

FTC 12645 and FTC 11242 are looking at different ideas for their team t-shirts.

We want to have the team name and/or motto on the front of the shirt, along with the team number, game logo, and teams in the league.

On the back, we want to highlight our sponsors.

Currently, we have grants from Texas Workforce Commission for both teams and from FIRST for FTC 12645. We also have a placeholder logo on the back if a pending grant is awarded.

Finally, we are waiting on the logo from the t-shirt production company who is providing the shirts and printing to us as no charge.

A final design will be selected in the next week or so once we have a final team number from the last team entering the league and we know about the status of our grants.

STEAM: Wisdom from the Front Lines

Region 10Today, I had the opportunity to attend a professional development entitled STEAM: Wisdom from the Front Lines that was held at Brookhaven College and coordinated by Education Service Center: Region 10.

The training brought together, in a single room, STEAM educators from secondary and higher ed in an Ed Camp formatted one-day conference. While K-12 and higher ed coordinate with each other at the higher levels, they rarely coordinate at the local level. Today was a first for many of us.

We got to hear what higher ed would like in our graduates and they gave us ideas on projects and programs that we could implement to get them there. It was very insightful and helpful.

On a selfish note, I have recruited an additional team to our robotics league from Faith Family Academy in Waxahachie!

El Dorado League

Tonight, we had the El Dorado League of North Texas coaches meeting. We had representatives from the majority of the teams present in addition to Dave Davis who was the former affiliate partner for North Texas.

We had a very productive meeting and made many good decisions for future years.

El Dorado League Map

Direct Map Link

The El Dorado League consists of 11 teams spanning a total area of 2,204 square miles!

We have the following teams in the league:

  • FTC 127 – Fighting Pickles
    • Ben Barber Innovation Academy – Mansfield, TX
  • FTC 5443 – Synergy
    • Harmony School of Innovation – Ft. Worth, TX
  • FTC 9402 – CyberSwarm
    • Henderson Junior High School – Stephenville, TX
  • FTC 9403 – Hive of Steel
    • Henderson Junior High School – Stephenville, TX
  • FTC 10143 – TBD
    • Harmony School of Innovation – Ft. Worth, TX
  • FTC 11085 – MHS
    • Mansfield High School – Mansfield, TX
  • FTC 11242 – ERROR 451
    • Ferris High School – Ferris, TX
  • FTC 12645 – The S.C.R.E.W. Ups
    • Ferris High School – Ferris, TX
  • FTC 12650 – Cannot Compute
    • Ferris Junior High School – Ferris, TX
  • FTC 12992 – RoboGladiators
    • Italy High School – Italy, TX
  • FTC 201701690 – Eagle Bots
    • Faith Family Academy – Waxahachie, TX

For the season, we have the following schedule:

Saturday, 21-October-2017 @ 9:00am
  League Scrimmage / Workshop
    Ben Barber Innovation Academy – Mansfield, TX
Saturday, 18-November-2017 @ 9:00am
  League Meet #1 of 3
    Ben Barber Innovation Academy – Mansfield, TX
Saturday, 09-December-2017 @ 9:00am
  League Meet #2 of 3
    Henderson Junior High School – Stephenville, TX
Saturday, 13-January-2018 @ 9:00am
  League Meet #3 of 3
    Italy High School – Italy, TX
Saturday, 20-January-2018 (LOCATION UNCONFIRMED)
  League Tournament
    Mansfield Center for the Performing Arts – Mansfield, TX